SYLLABUS –EDLD 5388 INTERNSHIP IN EDUCATIONAL TECHNOLOGY LEADERSHIP Lamar University College of Education and Human Development “Preparing Educators for a Changing World" EDLD 5388 Educational Technology Leadership Internship The Conceptual Framework of the Lamar University undergraduate and graduate educator preparation programs illuminates the vision of the faculty. The programs prepare educators for a changing world by requiring as outcomes pedagogical content knowledge, content proficiency, pedagogical knowledge, communications skills, values and analytical abilities. Critical thinking is a must for responding to the diverse needs of P – 12 students in myriad and changing settings. Lamar University educator preparation candidates also develop the dispositions and habits of mind that encourage ‘self-learning’ and “lifelong learning,” that will enable them to encounter change with confidence.
Department: Educational Leadership and Counseling Course Number and Section: EDLD 5388 (3 credit hours) Sections 01 Course Title: Educational Technology Leadership Internship
Professor: L. Kay Abernathy, Ed.D. Associate Professor of Educational Leadership College of Education and Human Development Office Phone: 409.880.8689 or 409.880.7608 Address: Office Fax: 409.880.8685 Lamar University Email: lkabernathy@lamar.edu P.O. Box 10034 Home Phone: 409.347.8056 Beaumont, TX 77710 Office Hours: 2:00-5:00 p.m. M-Th Office: 233 Education Building And by appointment Email Home: kayabernathy@gmail.com Cell: 409-782-0100 Course Description Internship in Educational Technology Leadership is a continuous program experience. The course is designed to develop skills specific to job related proficiencies under the supervision of faculty of Lamar University and a district or employer designated technology leader. The course is presented within the first course in the program, EDLD 5306, and will cover specific assessments correlated to state and national technology standards. The assessments are field based and embedded in other courses through the total program which provides an 18-month internship concluded in this capstone course. Assignments include readings on various topics, discussions with colleagues, and a written final comprehensive examination and summative report on the learning experiences gained in this program. You will explore student and educator technology use in the classroom curriculum, professional development, reflective practice, professional portfolios, and lifelong learning.
Instructor Your instructor will send you an email with contact information. Please work with your instructor by sharing your experiences and asking questions. If you have any questions, you may contact your instructor by email.
Prerequisites Completion of all other course requirements for the Educational Technology Leadership degree is required.
Textbook The Internship requires a text: Williamson, J. & Redish, T. (2009). Technology facilitation and leadership standards: what every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education. For ordering, the following information is essential: ISBN: 978-1-56484-252-7 and is available from http://www.iste.org. You will use the text in two classes, EDLD 5306 and EDLD 5388 and throughout your program.
Course Outcomes Learning Outcomes: 1. Educational Technology Leadership candidates demonstrate an in-depth understanding of technology operations and concepts.
· Educational Technology Leadership candidates plan, design, and model effective learning environments and multiple experiences supported by technology.
A. Educational Technology Leadership candidates apply and implement curriculum plans that include methods and strategies for utilizing technology to maximize student learning.
1. Educational Technology Leadership candidates apply technology to facilitate a variety of effective assessment and evaluation strategies.
1. Educational Technology Leadership candidates apply technology to enhance and improve personal productivity and professional practice.
1. Educational Technology Leadership candidates understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and assist teachers in applying that understanding in their practice.
1. Educational Technology Leadership candidates promote the development and implementation of technology infrastructure, procedures, policies, plans, and budgets for PK-12 schools.
1. Educational Technology Leadership candidates will contribute to the shared vision for campus integration of technology and foster an environment and culture conducive to the realization of the vision.
Performance Outcomes: 1. Articulate a clear vision of the role of educational technology leadership on campus or in the district.
2. Demonstrate a knowledge of using technology with instructional strategies.
3. Demonstrate the vision of educational technology leaders expanding the use of productivity tools that include web resources and distance learning.
4. Explain educational growth as a technology leader over the course of the program.
5. Identify personal goals for future roles in educational technology leadership.
6. Prepare a professional portfolio demonstrating the technology knowledge, skills and vision of educational technology leaders.
Educational Technology Leadership Standards Beyond educational computing and technology foundations for teachers, ISTE has established Technology Facilitation Standards for teacher education programs or professional development that prepare candidates to serve as building/campus-level technology facilitators. Candidates completing this program will exhibit knowledge, skills, and dispositions equipping them to teach technology applications; demonstrate effective use of technology to support student learning of content; and provide professional development, mentoring, and basic technical assistance for other teachers. TF-I Technology Operations and Concepts Educational technology facilitators demonstrate an in-depth understanding of technology operations and concepts. TF-II Planning and Designing Learning Environments and Experiences Educational technology facilitators plan, design, and model effective learning environments and multiple experiences supported by technology. TF-III Teaching, Learning, and the Curriculum Educational technology facilitators apply and implement curriculum plans that include methods and strategies for utilizing technology to maximize student learning. TF-IV Assessment and Evaluation Educational technology facilitators apply technology to facilitate a variety of effective assessment and evaluation strategies. TF-V Productivity and Professional Practice Educational technology facilitators apply technology to enhance and improve personal productivity and professional practice. TF-VI Social, Ethical, Legal, and Human Issues Educational technology facilitators understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and assist teachers in applying that understanding in their practice. TF-VII Procedures, Policies, Planning, and Budgeting for Technology Environments Educational technology facilitators promote the development and implementation of technology infrastructure, procedures, policies, plans, and budgets for PK-12 schools.
TF-VIII Leadership and Vision Educational technology facilitators will contribute to the shared vision for campus integration of technology and foster an environment and culture conducive to the realization of the vision.
National Educational Technology Standards (NETS-T) and Performance Indicators for Teachers
1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. 2. Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. 3. Model Digital-Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. 4. Promote and Model Digital Citizenship and Responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. 5. Engage in Professional Growth and Leadership Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.
Special Accommodations: It is the policy of Lamar University to accommodate students with disabilities, pursuant to federal and state law, and the University’s commitment to equal education opportunities. Any student with a disability who needs accommodations should inform the instructor at the beginning of the course. Remember, this is a distance learning class and the format is different from traditional face-to-face instruction. Please contact the office of Services for Students with Disabilities at 409-880-8347 or in person in 101A Wimberley Building to coordinate reasonable accommodations for students with documented disabilities.
Class Participation: Students are expected to follow the course schedule, meet assignments and reading deadline dates. Student work is expected to be submitted in the required format for the assignment. Follow the directions to the full value in order to receive maximum points. It is important to complete all reading assignments and follow the directions for completion. Failure to submit coursework according to the due dates because of technology difficulties will not be an appropriate excuse. It is the student’s responsibility to maintain appropriate equipment and connection at all times to fully participate in the class. It is important to communicate with the instructor to ensure all requirements are met.
Academic Honesty. In addition to the knowledge and skills necessary to teach children, dispositions (such as honesty and trust) are important qualities for a successful educator. Teacher-educator candidates are expected to conduct themselves in a professional manner. Academic dishonesty will not be condoned. Plagiarism is copying another’s work without proper citation and guidelines for direct quotes as found in the APA Style Manual. The professor will assign a reasonable penalty for academic dishonesty. If you do not assent to the findings and/or the penalty, you must file an appeal with the department chairperson within five days, as provided by the Student Handbook.
Sexual Harassment.In accordance with administrative policy, sexual harassment is reprehensible and will not be tolerated by the university. Behavior in the course must conform to the university policy.
Changes to this Syllabus: The instructor reserves the right to make changes to this course outline/syllabus as required during the semester. Students each week are responsible for checking this website for changes and downloading/printing required articles and activities. Changes made to this syllabus after the initial class meeting will be announced in your content management system.
Faculty-Student Interaction
1. To give you and your instructor a place for questions and answers and to provide for more faculty student interaction, this class will use the Discussion Board tool in the courseware. I will answer daily questions you post on the Discussion Board and make general statements about the course as we progress.
1. The web conferences for each cohort are planned to give you an opening overview about the capstone internship course. Additional web conferences may be held. You need a web camera and a headset to participate in the conferences, but no additional software is required. Your professor will provide a link to your electronic classroom.
1. Communication outside scheduled class sessions via instant messaging (IM) rather than email or phone is preferred for students enrolled in this course. You may choose your own IM service if you do not have one presently. Your professor will provide a link to your electronic classroom. The instructor has the following IM account: kayabernathy@gmail.com
Grading and Evaluation
Assignments (All assignments should be a special section in your final electronic portfolio. A link to your wiki should be included in an email to your instructor and your academic coach upon submission.) Reflections allow you to analyze your Internship activity. The act of reflection is influenced by constructivist theory. In essence, it is a way of thinking that allows you to make adjustments to your beliefs or concepts, to learn from your or other’s mistakes, to recognize progress you think you have made, and /or to identify needed changes in attitude, disposition, decision-making, actions, or behaviors.
In submitting your assignments, you are required to reflect on each of your experiences by completing the reflection in your course wiki and should contain a minimum of 150 words unless stated otherwise.
Reflections may consist of statements regarding: 1. the knowledge you gained from the activity,
2. insights into the patterns of interactions of the participants,
3. group processes including: who had power, authority, or influence, who was participating and who was not, who was not included, how did you or another leader draw the silent teachers out, was there confrontation, conflict, consensus, agreement, hurt feelings,
4. notations addressing the affective or feeling tone evident, concerns you noticed,
5. questions you have that you should research or about which you can seek expert advice from your campus-based supervisor or your professor, and
6. issues that puzzle you.
Electronic Professional Portfolio (20% of final grade) You will be working throughout the degree program on creating your professional portfolio which will be completed at the end of your eleventh course or at time designated by your instructor. Guidelines and rubrics will be listed throughout the course in each week’s assignments.
Each entry in your portfolio will have been assessed as embedded assessments in previous courses in the Educational Technology Leadership master’s program. Each entry will include a reflection piece for that particular work in your course wiki using the guiding reflective statements above.
The electronic professional portfolio must be submitted to your instructor and your academic coach at the end of your eleventh course.
Readings (20% of final grade) The readings that have been selected contain important information. A 250-word reflection paper using the guiding reflective statements above should be posted to your wiki. Examples of readings may include:
1. The current K-12 Horizon Report from nmc.org.
1. Your text: The Internship requires a text: Williamson, J. & Redish, T. (2009). Technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education. For ordering, the following information is essential: ISBN: 978-1-56484-252-7 and is available from http://www.iste.org. You will use the text in two classes, EDLD 5306 and EDLD 5388 and throughout your program.
A link to your wiki should be identified should be emailed to your Academic Coach and your instructor. Your responses should show that you have read and reflected on the articles using the reflective statements.
Field Based Project(s) (20% of final grade) Plan and/or complete at least one major educational technology leadership project in a role of supporting teachers and administrators for your campus or district. The project must be developed, implemented, evaluated, and approved by one of your campus or district administrators and aligned with the standards. This person is called your Site Mentor. Your field-based project must include a paper based on the guiding reflection statements above. Examples of appropriate projects closely aligned with the Technology Applications and ISTE/NCATE Technology Facilitator standards can be found in the Internship Handbook and your course textbook.
Curriculum Vitae (20% of final grade) Prepare updated and complete curriculum vitae of your professional background and experience. Add this document as a new page on your wiki. Research formats for curriculum vitas and find a copy of your instructor’s vitae as an example in the Internship Handbook.
Comprehensive Examination and Summative Final Report (20% of final grade) The final report is due at the time designed by your instructor. It will be scored by three graduate faculty members and will serve as your comprehensive final examination requirement for your master’s degree.
It should include:
· The Final Report should encompass your total internship experience.
· Your Position Goal Statement and your Educational Technology Leadership Goal Statement.
· An activity log and reflection of each of the eight course-embedded assessments and Technology Facilitation Standards you completed in Weeks 1, 2, 3, and 4.
· An activity log and reflection of each of the field-based experiences and should total at least 50 hours.
· An updated and complete curriculum vitae of your professional experience.
· Your vision of educational technology using the most current Horizon K-12 Report as a resource.
· Your personal professional development plans for the next three years.
· What you have learned from your master’s program about yourself, your technology and leadership skills, and your attitudes?
· Specify the six courses in your degree program you believe helped you more than others and give rationale for your choices.
· Your reflections of the overall degree program. The final report will be independently scored using a rubric by three graduate faculty members, and will serve as your comprehensive examination requirement for your master’s degree. Once scored, portfolios will receive a grade of “Exemplary,” “Proficient,” or “Needs Improvement.” If you receive a “Needs Improvement” on your final report, you must make corrections and resubmit the paper to the committee.
The final report is an important culminating activity to your course of study in educational technology leadership, and it is important you spend that time and effort necessary to produce a quality report.
Grading Scale A=90-100% B=80-89% C=70-79% D=60-69% F=less than 60%
Comprehensive Examination and Summative Final Report Reflection Schedule for Completion
ISTE/NCATE Performance Standards
Outcomes/Proficiencies (TExES Framework)
Performance Tasks
Course-Based Embedded Hours
Last Day of Week 1, 11:59 PM
I. Demonstrate an advanced understanding of technology operations and concepts.
II. Communicate research on the use of technology to implement effective assessment and evaluation strategies.
V. Design, develop, evaluate, and model products created using technology resources to improve and enhance their productivity and professional practice.
VI. Understand the social, ethical, legal, and human issues surrounding the use of technology in P-12 schools and develop programs facilitating application of that understanding in practice throughout their district/region/state.
VII. Coordinate development and direct implementation of technology infrastructure, policies, plans, and budgets for P-12 schools.
VIII. Facilitate development of a shared vision for comprehensive integration of technology and foster an environment and culture to conducive to the realization of the vision.
1 –Knows technology terminology and concepts; the appropriate use of hardware, software, and digital files; and how to acquire, analyze, and evaluate digital information.
Course EDLD 5306 Concepts of Educational Technology: A. Students summarize key ideas of the Texas Long-Range Plan for Technology in a table format.
B. Students summarize (1) the four strands of the Technology Applications TEKS and (2) two
C. Create, implement, analyze, and evaluate a technology survey for a group of at least eight educators to determine hardware and software preferred and used.
D. Analyze Texas STaR Chart data, create a presentation for faculty on results, post the presentation to blog site where you also write 250-word opinion piece on one of the four areas of Texas Long Range Plan for Technology. Include (1) Description of the area.
(2) Progress in the area (include local, state, and national progress.
(3) Trends in the area (include local, state, and national progress. (4) Your recommendations for improvement in the area.
E. Create a wiki reference document for campus
12
Last Day of Week 1, 11:59 PM
I. Demonstrate an advanced understanding of technology operations and concepts.
IV. Communicate research on the use of technology to implement effective assessment and evaluation strategies.
V. Design, develop, evaluate, and model products created using technology resources to improve and enhance their productivity and professional practice.
VI. Understand the social, ethical, legal, and human issues surrounding the use of technology in P-12 schools and develop programs facilitating application of that understanding in practice throughout their district/region/state.
VIII. Facilitate development of a shared vision for comprehensive integration of technology and foster an environment and culture to conducive to the realization of the vision.
1 –Knows technology terminology and concepts; the appropriate use of hardware, software, and digital files; and how to acquire, analyze, and evaluate digital information.
Course EDLD 5333 Leadership for Accountability: Students use state data and measure campus performance against the state standards. Target one area of strength at the campus and two areas of weakness. Create an action plan for the campus. Develop an agenda for a professional development day that addresses the targeted campus needs and include a timeline for follow-up professional development.
10
Last Day of Week 2, 11:59 PM
I. Demonstrate an advanced understanding of technology operations and concepts.
V. Design, develop, evaluate, and model products created using technology resources to improve and enhance their productivity and professional practice.
VI. Understand the social, ethical, legal, and human issues surrounding the use of technology in P-12 schools and develop programs facilitating application of that understanding in practice throughout their district/region/state.
VII. Coordinate development and direct implementation of technology infrastructure, policies, plans, and budgets for P-12 schools.
1 –Knows technology terminology and concepts; the appropriate use of hardware, software, and digital files; and how to acquire, analyze, and evaluate digital information.
10 –Demonstrates knowledge of strategies and techniques for Web site administration.
Course EDLD 5362 Information Systems Management: Analyze district technology after completing interviews with at least two school administrators who are involved with the planning and budgeting of technology.
10
Last Day of Week 2, 11:59 PM
II. Communicate research on the use of technology to implement effective assessment and evaluation strategies.
III. Model, design, and disseminate curriculum plans that include methods and strategies for applying technology to maximize student learning.
IV. Communicate research on the use of technology to implement effective assessment and evaluation strategies.
V. Design, develop, evaluate, and model products created using technology resources to improve and enhance their productivity and professional practice.
2 –Knows how to use technology tools to solve problems, evaluate results, and communicate information in a variety of formats for diverse audiences.
Course EDLD 5364 Teaching with Technology: A. Demonstrate skills to support teachers as they implement curriculum plans to integrate technology to enhance student learning. Candidates will collect and analyze data from teachers related specifically to student learning. B.As campus professional development activity, create a wiki-based study group with 8 teachers leading and support teachers who each create a lesson using Universal Design for Learning at the CAST Lesson Building at http://lessonbuilder.cast.org/, create a sample electronic book to share with your learning team members. Lastly, add a team reflection to your Google site about the process of creating an electronic book.
12
Last Day of Week 3, 11:59 PM
II. Communicate research on the use of technology to implement effective assessment and evaluation strategies.
III. Model, design, and disseminate curriculum plans that include methods and strategies for applying technology to maximize student learning.
IV. Communicate research on the use of technology to implement effective assessment and evaluation strategies.
V. Design, develop, evaluate, and model products created using technology resources to improve and enhance their productivity and professional practice.
2 –Knows how to use technology tools to solve problems, evaluate results, and communicate information in a variety of formats for diverse audiences.
3 –Knows how to plan, organize, deliver, and evaluation instruction that effectively utilizes current technology for teaching the Technology Applications Texas Essential Knowledge and Skills (TEKS) for all students.
Course EDLD 5368 Instructional Design: A. Candidates will create online learning experiences to include Web 2.0 resources, assistive technologies and best practices for online learning.
15
Last Day of Week 3, 11:59 PM
I. Demonstrate an advanced understanding of technology operations and concepts.
II. Communicate research on the use of technology to implement effective assessment and evaluation strategies.
III. Model, design, and disseminate curriculum plans that include methods and strategies for applying technology to maximize student learning.
V. Design, develop, evaluate, and model products created using technology resources to improve and enhance their productivity and professional practice.
4 - Demonstrates knowledge of the principles of design and their application to digital graphics/animation products.
5 –Demonstrates knowledge of principles of typography and page design and knows how to use technology tools to create desktop publishing products.
6 –Know how to use graphics, animation, and desktop publishing software to produce products that convey a specified message to an intended audience.
Course EDLD 5366 Digital Graphics, Animation and Desktop Publishing: Design and produce a four-page newsletter for your school. Each page should be standard 8.5”x11”. The pages must be numbered and show a consistent design theme throughout. You must design your newsletter with columns, but the shape and size of these columns is up to you. The newsletter should serve an obvious function. The essential design problem is to create a layout that provokes an appropriate response. Basic design principles should be followed – contrast, repetition, alignment, and proximity – and each page should present a graphically pleasing layout. The newspaper should contain contact information.
12
Last Day of Week 4, 11:59 PM
I. Demonstrate an advanced understanding of technology operations and concepts.
II. Communicate research on the use of technology to implement effective assessment and evaluation strategies.
III. Model, design, and disseminate curriculum plans that include methods and strategies for applying technology to maximize student learning.
V. Design, develop, evaluate, and model products created using technology resources to improve and enhance their productivity and professional practice.
7 - Knows how to produce and distribute digital video and multimedia products.
8 - Demonstrates knowledge of strategies and techniques used in the preproduction, production, and postproduction of video products.
9 –Knows how to design, produce, and distribute multimedia products.
EDLD 5363—Video Technology and Multimedia
1.Plan and design a 6-hour professional development activity for eight to ten teachers in your district. They will each create a digital story that they can use as a model for their students. The group should first create a rubric for evaluation of the digital stories. Each teacher should create a script, storyboard, and a video with digital images. They should narrate the script and add background music. Each teacher will present and evaluate their own product. The digital stories should be related to core curriculum standards.
2. Create a video podcast for parents and community partners. Capture and integrate sound, video, and digital images; create RSS feeds; and publish the final product on the web. Use short teacher and student interviews to focus on 21st century technology for engagement and achievement.
15
Last Day of Week 4, 11:59 PM
I. Demonstrate an advanced understanding of technology operations and concepts.
II. Communicate research on the use of technology to implement effective assessment and evaluation strategies.
III. Model, design, and disseminate curriculum plans that include methods and strategies for applying technology to maximize student learning.
V. Design, develop, evaluate, and model products created using technology resources to improve and enhance their productivity and professional practice.
VI. Understand the social, ethical, legal, and human issues surrounding the use of technology in P-12 schools and develop programs facilitating application of that understanding in practice throughout their district/region/state.
10 –Demonstrates knowledge of strategies and techniques for Web site administration.
11 –Knows principles of Web page design and uses a variety of tools and techniques to design and troubleshoot Web pages for a diverse audience.
12 –Knows how to use Web pages to communicate and interact effectively with others.
EDLD 5365—Web Design 1. Using available resources, update and seek approval for the “Acceptable Use Policy” for your school /or district. Include policy related to the web that addresses the security, legal, and ethical issues.
2. Plan, design, and develop a web site for teacher professional development for teachers and parents focusing on assistive technologies.
14
Total
100
Field-based Internship Performance Tasks and Hours Standard 1Technology Facilitation Performance ( textbook page 25)
(TF-1) Educational Technology Facilitators demonstrate an in-depth understanding of technology operations and concepts Standard 1Technology Facilitation Performance Task
(TF-1.A.1) Assist teachers in the ongoing development of knowledge, skills, and understanding of technology systems, resources, and services that are aligned with district and state technology plans.
(TF-1.A.2) Provide assistance to teachers in identifying technology systems, resources, and services to meet specific learning needs.
(TF-1.A.3) Model appropriate strategies essential to continued growth and development of the understanding of technology operations and concepts. Standard II Technology Facilitation Performance ( textbook page 25)
(TF-II) Educational Technology Facilitators plan, design, and model effective learning environments and multiple experiences supported by technology. Standard II Technology Facilitation Performance Task
(TF-II.A.1) Provide resources and feedback to teachers as they create developmentally appropriate curriculum units that use technology.
(TF-II.A.2) Consult with teachers as they design methods and strategies for teaching computer/technology concepts and skills within the context of classroom learning.
(TF-II.A.3) Assist teachers as they use technology resources and strategies to support the diverse needs of learners including adaptive and assistive technology.
(TF-II. B.1) Assist teachers as they apply current research on teaching and learning with technology when planning learning environments and experiences.
(TF-II. C.1) Assist teachers as they identify and locate technology resources and evaluate them for accurate and suitability based on district and state standards.
(TF-II. C.2) Model technology integration using resources that reflect content standards.
(TF-II. D.1) Provide teachers with options for the management of technology resources within the context of learning activities.
(TF-II.E.1) Provide teachers with a variety of strategies to use to manage student learning in a technology-enhanced environment and support them as they implement the strategies.
(TF-II. F.1) Assist teachers as they identify and apply instructional design principles associated with the development of technology resources. Standard III Technology Facilitation Performance ( textbook page 67-68)
(TF-III) Educational Technology Facilitators apply and implement curriculum plans that include methods and strategies for utilizing technology to maximize student learning. Standard III Technology Facilitation Performance Task
(TF-III.A.1) Use methods and strategies for teaching concepts and skills that support integration of technology productivity tools (refer to NETS for Students).
(TF-III. A.2) Use and apply major research findings related to the use of technology in education to support the integration of communication tools through the curriculum (refer to NETS for Students).
(TF-III. A.3) Use methods and strategies for teaching concepts and skills that support integration of research tools (refer to NETS for Students).
(TF-III. A.4) Use methods and strategies for teaching concepts and skills that support integration of problem-solving/decision-making tools (refer to NETS for Students).
(TF-III. A.5) Use methods and strategies for teaching concepts and skills that support use of media-based tools such as television, audio, print, media, and graphics (refer to NETS for Students).
(TF-III.A.6) Use and describe methods and strategies for teaching concepts and skills that support use of distance learning systems appropriate in a school environment ( refer to NETS for Students).
(TF-III.A.7) Use methods for teaching concepts and skills that support use of Web-based authoring tools in a school environment (refer to NETS for Students).
(TF-III.B.1) Use methods and strategies for integrating technology resources that support the needs of diverse learners, including adaptive and assistive technology.
(TF-III. C.1) Use methods and strategies for teaching problem-solving skills using technology resources.
(TF-III.D.1) Use methods and classroom management strategies for teaching technology concepts and skills in individual, small group, classroom, and/or lab settings.
(TF-III. E.1) Describe and identify curricular methods and strategies that are aligned with district/region/state/national content and technology standards.
(TF-III.E.2) Use major and research findings and trends related to the use of technology in education to support integration throughout the curriculum. Standard IV Technology Facilitation Performance ( textbook page 90)
(TF-IV) Educational technology facilitators apply technology to facilitate a variety of effective assessment and evaluation strategies Standard IV Technology Facilitation Performance Task
(TF-IV.A.1) Model the use of technology tools to assess student learning of subject matter using a variety of assessment techniques.
(TF-IV. A.2) Assist teachers in using technology to improve learning and instruction through the evaluation and assessment of artifacts and data.
(TF-IV.B.1) Guide teachers as they use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
(TF-IV.C.1) Assist teachers in using recommended evaluation strategies for improving students’ use of technology resources for learning, communication, and productivity.
(TF-IV.C.2) Examine and apply the results of a research project that includes evaluating the use of a specific technology in a PK-12 environment. Standard V Technology Facilitation Performance ( textbook page 112-113)
(TF-V) Educational technology facilitators apply technology to enhance and improve personal productivity and professional practice. Standard V Technology Facilitation Performance Task
(TF-V.A.1) Identify resources and participate in professional development activities and professional technology organizations to support ongoing professional growth related to technology.
(TF-V.A.2) Disseminate information on district-wide policies for the professional growth opportunities for staff, faculty, and administrators.
(TF-V.B.1) Continually evaluate and reflect on practice to make informed decisions regarding the use of technology in support of student learning.
(TF-V.C.1) Model advanced features of word processing, desktop publishing, graphics programs, and utilities to develop professional products.
(TF-V.C.2) Assist others in locating, selecting, capturing, and integrating video and digital images, in varying formats for use in presentations, publications, and/or other products.
(TF-V.C.3) Demonstrate the use of specific-purpose electronic devices (such as graphing calculators, language translators, scientific probeware, or electronic thesaurus) in content areas.
(TF.V.C.4) Use a variety of distance learning systems and use at least one to support personal and professional development.
(TF-V.C.5) Use instructional design principles to develop hypermedia and multimedia products to support personal and professional development.
(TF-V.C.6) Select appropriate tools for communicating concepts, conducting research, and solving problems for an intended audience and purpose.
(TF-V.C.7) Use examples of emerging programming, authoring, or problem-solving environments that support personal and professional development.
(TF-V.C.8) Set and manipulate preferences, defaults, and other selectable features of productivity tools commonly found in PK-12 schools.
(TF-V.D.1) Model the use of telecommunications tools and resources for information sharing, remote information access, and multimedia/hypermedia publishing in order to nurture student learning.
(TF-V.D.2) Communicate with colleagues and discuss current research to support instruction, using applications including electronic mail, online conferencing, and Web browsers.
(TF-V.D.3) Participate in online collaborative curricular projects and team activities to build bodies of knowledge around specific topics.
(TF-V.D.4) Design, develop, and maintain Web pages and sites that support communication between school and community. Standard VI Technology Facilitation Performance ( textbook page 136-137)
(TF-VI) Educational technology facilitators understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and assist teachers in applying that understanding in their practice. Standard VI Technology Facilitation Performance Task
(TF-VI.A.1) Develop strategies and provide professional development at the school/classroom level for teaching social, ethical, and legal issues and responsible use of technology.
(TF-VI.A.2) Assist others is summarizing copyright laws related to use of images, music, video, and other digital resources in varying formats.
(TF-VI.B.1) Assist teachers in selecting and applying appropriate technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
(TF-VI.B.2) Identify, classify, and recommend adaptive/assistive hardware and software for students and teachers with special needs and assist in procurement and implementation.
(TF-VI. C.1) Assist teachers in selecting and applying appropriate technology resources to affirm diversity and address cultural and language differences.
(TF-VI.D.1) Assist teachers in selecting and applying appropriate technology resources to promote safe and healthy use of technology.
(TF-VI.E.1) Recommend policies and implement school/classroom strategies for achieving equitable access to technology resources for all students and teachers. Standard VII Technology Facilitation Performance ( textbook page 165-166)
(TF-VII) Educational technology facilitators promote the development and implementation of technology infrastructure, procedures, policies, plans, and budgets for PK-12 schools. Standard VII Technology Facilitation Performance Task
(TF-VII.A.1) Use plans to configure software/computer/technology systems and related peripherals in laboratory, classroom cluster, and other appropriate instructional arrangements.
(TF-VII.A.2) Use local mass storage devices and media to store and retrieve information and resources.
(TF-VII.A.3) Discuss issues related to selecting, installing, and maintaining wide area networks (WAN) for school districts.
(TF-VII.A.4) Model integration of software used in classroom and administrative settings including productivity tools, information access/telecommunication tools, multimedia/hypermedia tools, school management tools, evaluation/portfolio tools, and computer-based instruction.
(TF-VII.A.5) Utilize methods of installation, maintenance, inventory, and management of software libraries.
(TF-VII.A.6) Use and apply strategies for troubleshooting and maintaining various hardware/software configurations found in school settings.
(TF-VII.A.7) Use network software packages to operate a computer network system.
(TF-VII.A.8) Work with technology support personnel to maximize the use of technology resources by administrators, teachers, and students to improve student learning.
(TF-VII.B.1) Identify instructional software to support and enhance the school curriculum and develop recommendations for purchase.
(TF-VII.B.2) Discuss and apply guidelines for budget planning and management procedures related to educational computing and technology facilities and resources.
(TF-VII.B.3) Discuss and apply procedures related to troubleshooting and preventive maintenance of technology infrastructure.
(TF-VII.B.4) Apply current information involving facilities planning issues and computer-related technologies.
(TF-VII.B.5) Suggest policies and procedures concerning staging, scheduling, and security for managing computers/technology in a variety of school/laboratory/classroom settings.
(TF-VII.B.6) Use distance and online learning facilities.
(TF-VII.B.7) Describe and identify recommended specifications for purchasing technology systems in school settings.
(TF-VII. C.1) Support technology professional development at the building/school level utilizing adult learning theory. Standard VIII Technology Facilitation Performance ( textbook page 190-191)
(TF-VIII) Educational technology facilitators will contribute to the shared vision for campus integration of technology and foster an environment and culture conducive to the realization of the vision. Standard VIII Technology Facilitation Performance Task
(TF-VIII.A.1) Discuss and evaluate current research in educational technology.
(TF-VIII.B.1) Discuss the history of technology use in schools.
(TF-VIII.C.1) Discuss the rational for forming school partnerships to support technology integration and examine an existing partnership within a school setting.
(TF-VIII.D.1) Participate in cooperative group processes that were effective.
(TF-VIII.D.2) Conduct an evaluation of a school technology environment.
(TF-VIII.D.3) Identify and discuss national, state, and local standards for integrating technology in the school environment.
(TF-VIII.D.4) Describe curriculum activities or performances that meet national, state, and local technology standards.
(TF-VIII.D.5) Discuss issues related to developing a school technology plan.
(TF-VIII.D.6) Discuss the elements of and strategies for developing a technology strategic plan.
(TF-VIII.D.7) Examine issues related to hardware and software acquisition and management.
(TF-VIII.E.1) Examine components needed for effective field-based experiences in instructional program development, professional development, facility and resource management, WAN/LAN/wireless systems, or managing change related to technology use in school-based settings.
Internship Plan: Field-based Experience Activity
ActivityActivity
ISTE Standard
Activity Summary
Resource Person
Projected Date of Completion
The Field-based Experience component of the Internship Plan is a brief, but specific document indicating your overall approach to the Internship program. Using this document, you will identify the field-based activities you will approach and indicate which of the eight ISTE Technology Facilitation standards was addressed in each activity. You should also provide a brief description of each activity, resource person, and a completion date for each activity. This activity should be completed with and approved by your site mentor.
Field-based Internship Performance Tasks and Hours
Standard 1Technology Facilitation Performance ( textbook page 25) (TF-1) Educational Technology Facilitators demonstrate an in-depth understanding of technology operations and concepts Standard 1Technology Facilitation Performance Task (TF-1.A.1) Assist teachers in the ongoing development of knowledge, skills, and understanding of technology systems, resources, and services that are aligned with district and state technology plans. (TF-1.A.2) Provide assistance to teachers in identifying technology systems, resources, and services to meet specific learning needs. (TF-1.A.3) Model appropriate strategies essential to continued growth and development of the understanding of technology operations and concepts. Standard II Technology Facilitation Performance ( textbook page 25) (TF-II) Educational Technology Facilitators plan, design, and model effective learning environments and multiple experiences supported by technology. Standard II Technology Facilitation Performance Task (TF-II.A.1) Provide resources and feedback to teachers as they create developmentally appropriate curriculum units that use technology. (TF-II.A.2) Consult with teachers as they design methods and strategies for teaching computer/technology concepts and skills within the context of classroom learning. (TF-II.A.3) Assist teachers as they use technology resources and strategies to support the diverse needs of learners including adaptive and assistive technology. (TF-II. B.1) Assist teachers as they apply current research on teaching and learning with technology when planning learning environments and experiences. (TF-II. C.1) Assist teachers as they identify and locate technology resources and evaluate them for accurate and suitability based on district and state standards. (TF-II. C.2) Model technology integration using resources that reflect content standards. (TF-II. D.1) Provide teachers with options for the management of technology resources within the context of learning activities. (TF-II.E.1) Provide teachers with a variety of strategies to use to manage student learning in a technology-enhanced environment and support them as they implement the strategies. (TF-II. F.1) Assist teachers as they identify and apply instructional design principles associated with the development of technology resources. Standard III Technology Facilitation Performance ( textbook page 67-68) (TF-III) Educational Technology Facilitators apply and implement curriculum plans that include methods and strategies for utilizing technology to maximize student learning. Standard III Technology Facilitation Performance Task (TF-III.A.1) Use methods and strategies for teaching concepts and skills that support integration of technology productivity tools (refer to NETS for Students). (TF-III. A.2) Use and apply major research findings related to the use of technology in education to support the integration of communication tools through the curriculum (refer to NETS for Students). (TF-III. A.3) Use methods and strategies for teaching concepts and skills that support integration of research tools (refer to NETS for Students). (TF-III. A.4) Use methods and strategies for teaching concepts and skills that support integration of problem-solving/decision-making tools (refer to NETS for Students). (TF-III. A.5) Use methods and strategies for teaching concepts and skills that support use of media-based tools such as television, audio, print, media, and graphics (refer to NETS for Students). (TF-III.A.6) Use and describe methods and strategies for teaching concepts and skills that support use of distance learning systems appropriate in a school environment ( refer to NETS for Students). (TF-III.A.7) Use methods for teaching concepts and skills that support use of Web-based authoring tools in a school environment (refer to NETS for Students). (TF-III.B.1) Use methods and strategies for integrating technology resources that support the needs of diverse learners, including adaptive and assistive technology. (TF-III. C.1) Use methods and strategies for teaching problem-solving skills using technology resources. (TF-III.D.1) Use methods and classroom management strategies for teaching technology concepts and skills in individual, small group, classroom, and/or lab settings. (TF-III. E.1) Describe and identify curricular methods and strategies that are aligned with district/region/state/national content and technology standards. (TF-III.E.2) Use major and research findings and trends related to the use of technology in education to support integration throughout the curriculum. Standard IV Technology Facilitation Performance ( textbook page 90) (TF-IV) Educational technology facilitators apply technology to facilitate a variety of effective assessment and evaluation strategies Standard IV Technology Facilitation Performance Task (TF-IV.A.1) Model the use of technology tools to assess student learning of subject matter using a variety of assessment techniques. (TF-IV. A.2) Assist teachers in using technology to improve learning and instruction through the evaluation and assessment of artifacts and data. (TF-IV.B.1) Guide teachers as they use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning. (TF-IV.C.1) Assist teachers in using recommended evaluation strategies for improving students’ use of technology resources for learning, communication, and productivity. (TF-IV.C.2) Examine and apply the results of a research project that includes evaluating the use of a specific technology in a PK-12 environment. Standard V Technology Facilitation Performance ( textbook page 112-113) (TF-V) Educational technology facilitators apply technology to enhance and improve personal productivity and professional practice. Standard V Technology Facilitation Performance Task (TF-V.A.1) Identify resources and participate in professional development activities and professional technology organizations to support ongoing professional growth related to technology. (TF-V.A.2) Disseminate information on district-wide policies for the professional growth opportunities for staff, faculty, and administrators. (TF-V.B.1) Continually evaluate and reflect on practice to make informed decisions regarding the use of technology in support of student learning. (TF-V.C.1) Model advanced features of word processing, desktop publishing, graphics programs, and utilities to develop professional products. (TF-V.C.2) Assist others in locating, selecting, capturing, and integrating video and digital images, in varying formats for use in presentations, publications, and/or other products. (TF-V.C.3) Demonstrate the use of specific-purpose electronic devices (such as graphing calculators, language translators, scientific probeware, or electronic thesaurus) in content areas. (TF.V.C.4) Use a variety of distance learning systems and use at least one to support personal and professional development. (TF-V.C.5) Use instructional design principles to develop hypermedia and multimedia products to support personal and professional development. (TF-V.C.6) Select appropriate tools for communicating concepts, conducting research, and solving problems for an intended audience and purpose. (TF-V.C.7) Use examples of emerging programming, authoring, or problem-solving environments that support personal and professional development. (TF-V.C.8) Set and manipulate preferences, defaults, and other selectable features of productivity tools commonly found in PK-12 schools. (TF-V.D.1) Model the use of telecommunications tools and resources for information sharing, remote information access, and multimedia/hypermedia publishing in order to nurture student learning. (TF-V.D.2) Communicate with colleagues and discuss current research to support instruction, using applications including electronic mail, online conferencing, and Web browsers. (TF-V.D.3) Participate in online collaborative curricular projects and team activities to build bodies of knowledge around specific topics. (TF-V.D.4) Design, develop, and maintain Web pages and sites that support communication between school and community.
Standard VI Technology Facilitation Performance ( textbook page 136-137) (TF-VI) Educational technology facilitators understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and assist teachers in applying that understanding in their practice. Standard VI Technology Facilitation Performance Task (TF-VI.A.1) Develop strategies and provide professional development at the school/classroom level for teaching social, ethical, and legal issues and responsible use of technology. (TF-VI.A.2) Assist others is summarizing copyright laws related to use of images, music, video, and other digital resources in varying formats. (TF-VI.B.1) Assist teachers in selecting and applying appropriate technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. (TF-VI.B.2) Identify, classify, and recommend adaptive/assistive hardware and software for students and teachers with special needs and assist in procurement and implementation. (TF-VI. C.1) Assist teachers in selecting and applying appropriate technology resources to affirm diversity and address cultural and language differences. (TF-VI.D.1) Assist teachers in selecting and applying appropriate technology resources to promote safe and healthy use of technology. (TF-VI.E.1) Recommend policies and implement school/classroom strategies for achieving equitable access to technology resources for all students and teachers. Standard VII Technology Facilitation Performance ( textbook page 165-166) (TF-VII) Educational technology facilitators promote the development and implementation of technology infrastructure, procedures, policies, plans, and budgets for PK-12 schools. Standard VII Technology Facilitation Performance Task (TF-VII.A.1) Use plans to configure software/computer/technology systems and related peripherals in laboratory, classroom cluster, and other appropriate instructional arrangements. (TF-VII.A.2) Use local mass storage devices and media to store and retrieve information and resources. (TF-VII.A.3) Discuss issues related to selecting, installing, and maintaining wide area networks (WAN) for school districts. (TF-VII.A.4) Model integration of software used in classroom and administrative settings including productivity tools, information access/telecommunication tools, multimedia/hypermedia tools, school management tools, evaluation/portfolio tools, and computer-based instruction. (TF-VII.A.5) Utilize methods of installation, maintenance, inventory, and management of software libraries. (TF-VII.A.6) Use and apply strategies for troubleshooting and maintaining various hardware/software configurations found in school settings. (TF-VII.A.7) Use network software packages to operate a computer network system. (TF-VII.A.8) Work with technology support personnel to maximize the use of technology resources by administrators, teachers, and students to improve student learning. (TF-VII.B.1) Identify instructional software to support and enhance the school curriculum and develop recommendations for purchase. (TF-VII.B.2) Discuss and apply guidelines for budget planning and management procedures related to educational computing and technology facilities and resources. (TF-VII.B.3) Discuss and apply procedures related to troubleshooting and preventive maintenance of technology infrastructure. (TF-VII.B.4) Apply current information involving facilities planning issues and computer-related technologies. (TF-VII.B.5) Suggest policies and procedures concerning staging, scheduling, and security for managing computers/technology in a variety of school/laboratory/classroom settings. (TF-VII.B.6) Use distance and online learning facilities. (TF-VII.B.7) Describe and identify recommended specifications for purchasing technology systems in school settings. (TF-VII. C.1) Support technology professional development at the building/school level utilizing adult learning theory. Standard VIII Technology Facilitation Performance ( textbook page 190-191) (TF-VIII) Educational technology facilitators will contribute to the shared vision for campus integration of technology and foster an environment and culture conducive to the realization of the vision.
Standard VIII Technology Facilitation Performance Task (TF-VIII.A.1) Discuss and evaluate current research in educational technology. (TF-VIII.B.1) Discuss the history of technology use in schools. (TF-VIII.C.1) Discuss the rational for forming school partnerships to support technology integration and examine an existing partnership within a school setting. (TF-VIII.D.1) Participate in cooperative group processes that were effective. (TF-VIII.D.2) Conduct an evaluation of a school technology environment. (TF-VIII.D.3) Identify and discuss national, state, and local standards for integrating technology in the school environment. (TF-VIII.D.4) Describe curriculum activities or performances that meet national, state, and local technology standards. (TF-VIII.D.5) Discuss issues related to developing a school technology plan. (TF-VIII.D.6) Discuss the elements of and strategies for developing a technology strategic plan. (TF-VIII.D.7) Examine issues related to hardware and software acquisition and management. (TF-VIII.E.1) Examine components needed for effective field-based experiences in instructional program development, professional development, facility and resource management, WAN/LAN/wireless systems, or managing change related to technology use in school-based settings.
February 18, 2010
To Whom It May Concern:
The Lamar University Master’s Program in Educational Technology Leadership requires an internship collaboration with the local district where our candidates for degrees work. We ask them to determine a “technology leader” as their Site Mentor.
This technology leader may be persons who work in positions of leadership in Educational Technology Leadership at the central office level, the campus level, and/or the principal level.
We believe that the principal position should model and lead each campus in the total integration of technology into the whole school.
We require an agreement with the Site Mentor and planning and implementation of educational technology leadership experiences and activities approved by the Site Mentor.
Please find attached our courses listed in our degree program. If you would like a copy of our EDLD 5388 Educational Technology Leadership syllabus, we will forward that document to you.
We look forward to working with your district.
Sincerely,
Kay Abernathy, Ed.D.
Coordinator, Educational Technology Leadership Program
Lamar University
Beaumont, TX 77713
Cell Phone: 409-782-0100
Lamar University College of Education and Human Development
“Preparing Educators for a Changing World"
EDLD 5388 Educational Technology Leadership Internship
The Conceptual Framework of the Lamar University undergraduate and graduate educator preparation programs illuminates the vision of the faculty. The programs prepare educators for a changing world by requiring as outcomes pedagogical content knowledge, content proficiency, pedagogical knowledge, communications skills, values and analytical abilities. Critical thinking is a must for responding to the diverse needs of P – 12 students in myriad and changing settings. Lamar University educator preparation candidates also develop the dispositions and habits of mind that encourage ‘self-learning’ and “lifelong learning,” that will enable them to encounter change with confidence.
Department: Educational Leadership and Counseling
Course Number and Section: EDLD 5388 (3 credit hours) Sections 01
Course Title: Educational Technology Leadership Internship
Professor:
L. Kay Abernathy, Ed.D.
Associate Professor of Educational Leadership
College of Education and Human Development
Office Phone: 409.880.8689 or 409.880.7608
Address: Office Fax: 409.880.8685
Lamar University Email: lkabernathy@lamar.edu
P.O. Box 10034 Home Phone: 409.347.8056
Beaumont, TX 77710 Office Hours: 2:00-5:00 p.m. M-Th
Office: 233 Education Building
And by appointment Email Home: kayabernathy@gmail.com
Cell: 409-782-0100
Course Description
Internship in Educational Technology Leadership is a continuous program experience. The course is designed to develop skills specific to job related proficiencies under the supervision of faculty of Lamar University and a district or employer designated technology leader.
The course is presented within the first course in the program, EDLD 5306, and will cover specific assessments correlated to state and national technology standards. The assessments are field based and embedded in other courses through the total program which provides an 18-month internship concluded in this capstone course. Assignments include readings on various topics, discussions with colleagues, and a written final comprehensive examination and summative report on the learning experiences gained in this program. You will explore student and educator technology use in the classroom curriculum, professional development, reflective practice, professional portfolios, and lifelong learning.
Instructor
Your instructor will send you an email with contact information. Please work with your instructor by sharing your experiences and asking questions. If you have any questions, you may contact your instructor by email.
Prerequisites
Completion of all other course requirements for the Educational Technology Leadership degree is required.
Textbook
The Internship requires a text: Williamson, J. & Redish, T. (2009). Technology facilitation and leadership standards: what every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education. For ordering, the following information is essential: ISBN: 978-1-56484-252-7 and is available from http://www.iste.org. You will use the text in two classes, EDLD 5306 and EDLD 5388 and throughout your program.
Course Outcomes
Learning Outcomes:
1. Educational Technology Leadership candidates demonstrate an in-depth understanding of technology operations and concepts.
· Educational Technology Leadership candidates plan, design, and model effective learning environments and multiple experiences supported by technology.
A. Educational Technology Leadership candidates apply and implement curriculum plans that include methods and strategies for utilizing technology to maximize student learning.
1. Educational Technology Leadership candidates apply technology to facilitate a variety of effective assessment and evaluation strategies.
1. Educational Technology Leadership candidates apply technology to enhance and improve personal productivity and professional practice.
1. Educational Technology Leadership candidates understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and assist teachers in applying that understanding in their practice.
1. Educational Technology Leadership candidates promote the development and implementation of technology infrastructure, procedures, policies, plans, and budgets for PK-12 schools.
1. Educational Technology Leadership candidates will contribute to the shared vision for campus integration of technology and foster an environment and culture conducive to the realization of the vision.
Performance Outcomes:
1. Articulate a clear vision of the role of educational technology leadership on campus or in the district.
2. Demonstrate a knowledge of using technology with instructional strategies.
3. Demonstrate the vision of educational technology leaders expanding the use of productivity tools that include web resources and distance learning.
4. Explain educational growth as a technology leader over the course of the program.
5. Identify personal goals for future roles in educational technology leadership.
6. Prepare a professional portfolio demonstrating the technology knowledge, skills and vision of educational technology leaders.
Educational Technology Leadership Standards
Beyond educational computing and technology foundations for teachers, ISTE has established Technology Facilitation Standards for teacher education programs or professional development that prepare candidates to serve as building/campus-level technology facilitators. Candidates completing this program will exhibit knowledge, skills, and dispositions equipping them to teach technology applications; demonstrate effective use of technology to support student learning of content; and provide professional development, mentoring, and basic technical assistance for other teachers.
TF-I Technology Operations and Concepts
Educational technology facilitators demonstrate an in-depth understanding of technology operations and concepts.
TF-II Planning and Designing Learning Environments and Experiences
Educational technology facilitators plan, design, and model effective learning environments and multiple experiences supported by technology.
TF-III Teaching, Learning, and the Curriculum
Educational technology facilitators apply and implement curriculum plans that include methods and strategies for utilizing technology to maximize student learning.
TF-IV Assessment and Evaluation
Educational technology facilitators apply technology to facilitate a variety of effective assessment and evaluation strategies.
TF-V Productivity and Professional Practice
Educational technology facilitators apply technology to enhance and improve personal productivity and professional practice.
TF-VI Social, Ethical, Legal, and Human Issues
Educational technology facilitators understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and assist teachers in applying that understanding in their practice.
TF-VII Procedures, Policies, Planning, and Budgeting for Technology Environments
Educational technology facilitators promote the development and implementation of technology infrastructure, procedures, policies, plans, and budgets for PK-12 schools.
TF-VIII Leadership and Vision
Educational technology facilitators will contribute to the shared vision for campus integration of technology and foster an environment and culture conducive to the realization of the vision.
National Educational Technology Standards (NETS-T) and Performance Indicators for Teachers
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S.
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.
Educational Technology Leadership Standards Addressed
Course Standards
1. Texas Essential Knowledge and Skills (TEKS) for Technology Applications:
http://www.tea.state.tx.us/rules/tac/ch126toc.html
2. National Educational Technology Standards Project: http://cnets.iste.org
3. Texas State Board for Educator Certification Standards:
http://www.sbec.state.tx.us/SBECOnline/standtest/educstan.asp
4. NCATE: http://www.ncate.org/
5. ELCC—Standards for Advanced Programs in Educational Leadership:
http://www.npbea.org/ELCC/ELCCStandards%20_5-02.pdf
Classroom Management Policies
Special Accommodations:
It is the policy of Lamar University to accommodate students with disabilities, pursuant to federal and state law, and the University’s commitment to equal education opportunities. Any student with a disability who needs accommodations should inform the instructor at the beginning of the course. Remember, this is a distance learning class and the format is different from traditional face-to-face instruction. Please contact the office of Services for Students with Disabilities at 409-880-8347 or in person in 101A Wimberley Building to coordinate reasonable accommodations for students with documented disabilities.
Class Participation: Students are expected to follow the course schedule, meet assignments and reading deadline dates. Student work is expected to be submitted in the required format for the assignment. Follow the directions to the full value in order to receive maximum points. It is important to complete all reading assignments and follow the directions for completion. Failure to submit coursework according to the due dates because of technology difficulties will not be an appropriate excuse. It is the student’s responsibility to maintain appropriate equipment and connection at all times to fully participate in the class. It is important to communicate with the instructor to ensure all requirements are met.
Academic Honesty. In addition to the knowledge and skills necessary to teach children,
dispositions (such as honesty and trust) are important qualities for a successful educator.
Teacher-educator candidates are expected to conduct themselves in a professional manner.
Academic dishonesty will not be condoned. Plagiarism is copying another’s work without
proper citation and guidelines for direct quotes as found in the APA Style Manual. The
professor will assign a reasonable penalty for academic dishonesty. If you do not assent to the
findings and/or the penalty, you must file an appeal with the department chairperson within five days, as provided by the Student Handbook.
Sexual Harassment. In accordance with administrative policy, sexual harassment is reprehensible and will not be tolerated by the university. Behavior in the course must conform to the university policy.
Changes to this Syllabus: The instructor reserves the right to make changes to this course outline/syllabus as required during the semester. Students each week are responsible for checking this website for changes and downloading/printing required articles and activities. Changes made to this syllabus after the initial class meeting will be announced in your content management system.
Faculty-Student Interaction
1. To give you and your instructor a place for questions and answers and to provide for more faculty student interaction, this class will use the Discussion Board tool in the courseware. I will answer daily questions you post on the Discussion Board and make general statements about the course as we progress.
1. The web conferences for each cohort are planned to give you an opening overview about the capstone internship course. Additional web conferences may be held. You need a web camera and a headset to participate in the conferences, but no additional software is required. Your professor will provide a link to your electronic classroom.
1. Communication outside scheduled class sessions via instant messaging (IM) rather than email or phone is preferred for students enrolled in this course. You may choose your own IM service if you do not have one presently. Your professor will provide a link to your electronic classroom. The instructor has the following IM account: kayabernathy@gmail.com
Grading and Evaluation
Assignments (All assignments should be a special section in your final electronic portfolio. A link to your wiki should be included in an email to your instructor and your academic coach upon submission.)
Reflections allow you to analyze your Internship activity. The act of reflection is influenced by constructivist theory. In essence, it is a way of thinking that allows you to make adjustments to your beliefs or concepts, to learn from your or other’s mistakes, to recognize progress you think you have made, and /or to identify needed changes in attitude, disposition, decision-making, actions, or behaviors.
In submitting your assignments, you are required to reflect on each of your experiences by completing the reflection in your course wiki and should contain a minimum of 150 words unless stated otherwise.
Reflections may consist of statements regarding:
1. the knowledge you gained from the activity,
2. insights into the patterns of interactions of the participants,
3. group processes including: who had power, authority, or influence, who was participating and who was not, who was not included, how did you or another leader draw the silent teachers out, was there confrontation, conflict, consensus, agreement, hurt feelings,
4. notations addressing the affective or feeling tone evident, concerns you noticed,
5. questions you have that you should research or about which you can seek expert advice from your campus-based supervisor or your professor, and
6. issues that puzzle you.
Electronic Professional Portfolio (20% of final grade)
You will be working throughout the degree program on creating your professional portfolio which will be completed at the end of your eleventh course or at time designated by your instructor. Guidelines and rubrics will be listed throughout the course in each week’s assignments.
Each entry in your portfolio will have been assessed as embedded assessments in previous courses in the Educational Technology Leadership master’s program. Each entry will include a reflection piece for that particular work in your course wiki using the guiding reflective statements above.
The electronic professional portfolio must be submitted to your instructor and your academic coach at the end of your eleventh course.
Readings (20% of final grade)
The readings that have been selected contain important information. A 250-word reflection paper using the guiding reflective statements above should be posted to your wiki. Examples of readings may include:
1. The current K-12 Horizon Report from nmc.org.
1. Your text: The Internship requires a text: Williamson, J. & Redish, T. (2009). Technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education. For ordering, the following information is essential: ISBN: 978-1-56484-252-7 and is available from http://www.iste.org. You will use the text in two classes, EDLD 5306 and EDLD 5388 and throughout your program.
A link to your wiki should be identified should be emailed to your Academic Coach and your instructor. Your responses should show that you have read and reflected on the articles using the reflective statements.
Field Based Project(s) (20% of final grade)
Plan and/or complete at least one major educational technology leadership project in a role of supporting teachers and administrators for your campus or district. The project must be developed, implemented, evaluated, and approved by one of your campus or district administrators and aligned with the standards. This person is called your Site Mentor. Your field-based project must include a paper based on the guiding reflection statements above. Examples of appropriate projects closely aligned with the Technology Applications and ISTE/NCATE Technology Facilitator standards can be found in the Internship Handbook and your course textbook.
Curriculum Vitae (20% of final grade)
Prepare updated and complete curriculum vitae of your professional background and experience. Add this document as a new page on your wiki. Research formats for curriculum vitas and find a copy of your instructor’s vitae as an example in the Internship Handbook.
Comprehensive Examination and Summative Final Report (20% of final grade)
The final report is due at the time designed by your instructor. It will be scored by three graduate faculty members and will serve as your comprehensive final examination requirement for your master’s degree.
It should include:
· The Final Report should encompass your total internship experience.
· Your Position Goal Statement and your Educational Technology Leadership Goal Statement.
· An activity log and reflection of each of the eight course-embedded assessments and Technology Facilitation Standards you completed in Weeks 1, 2, 3, and 4.
· An activity log and reflection of each of the field-based experiences and should total at least 50 hours.
· An updated and complete curriculum vitae of your professional experience.
· Your vision of educational technology using the most current Horizon K-12 Report as a resource.
· Your personal professional development plans for the next three years.
· What you have learned from your master’s program about yourself, your technology and leadership skills, and your attitudes?
· Specify the six courses in your degree program you believe helped you more than others and give rationale for your choices.
· Your reflections of the overall degree program.
The final report will be independently scored using a rubric by three graduate faculty members, and will serve as your comprehensive examination requirement for your master’s degree. Once scored, portfolios will receive a grade of “Exemplary,” “Proficient,” or “Needs Improvement.” If you receive a “Needs Improvement” on your final report, you must make corrections and resubmit the paper to the committee.
The final report is an important culminating activity to your course of study in educational technology leadership, and it is important you spend that time and effort necessary to produce a quality report.
Grading Scale
A=90-100%
B=80-89%
C=70-79%
D=60-69%
F=less than 60%
ISTE/NCATE Performance Standards
Outcomes/Proficiencies (TExES Framework)
Performance Tasks
Course-Based Embedded Hours
II. Communicate research on the use of technology to implement effective assessment and evaluation strategies.
V. Design, develop, evaluate, and model products created using technology resources to improve and enhance their productivity and professional practice.
VI. Understand the social, ethical, legal, and human issues surrounding the use of technology in P-12 schools and develop programs facilitating application of that understanding in practice throughout their district/region/state.
VII. Coordinate development and direct implementation of technology infrastructure, policies, plans, and budgets for P-12 schools.
VIII. Facilitate development of a shared vision for comprehensive integration of technology and foster an environment and culture to conducive to the realization of the vision.
A. Students summarize key ideas of the Texas Long-Range Plan for Technology in a table format.
B. Students summarize (1) the four strands of the Technology Applications TEKS and (2) two
C. Create, implement, analyze, and evaluate a technology survey for a group of at least eight educators to determine hardware and software preferred and used.
D. Analyze Texas STaR Chart data, create a presentation for faculty on results, post the presentation to blog site where you also write 250-word opinion piece on one of the four areas of Texas Long Range Plan for Technology. Include (1) Description of the area.
(2) Progress in the area (include local, state, and national progress.
(3) Trends in the area (include local, state, and national progress. (4) Your recommendations for improvement in the area.
E. Create a wiki reference document for campus
IV. Communicate research on the use of technology to implement effective assessment and evaluation strategies.
V. Design, develop, evaluate, and model products created using technology resources to improve and enhance their productivity and professional practice.
VI. Understand the social, ethical, legal, and human issues surrounding the use of technology in P-12 schools and develop programs facilitating application of that understanding in practice throughout their district/region/state.
VIII. Facilitate development of a shared vision for comprehensive integration of technology and foster an environment and culture to conducive to the realization of the vision.
V. Design, develop, evaluate, and model products created using technology resources to improve and enhance their productivity and professional practice.
VI. Understand the social, ethical, legal, and human issues surrounding the use of technology in P-12 schools and develop programs facilitating application of that understanding in practice throughout their district/region/state.
VII. Coordinate development and direct implementation of technology infrastructure, policies, plans, and budgets for P-12 schools.
10 –Demonstrates knowledge of strategies and techniques for Web site administration.
III. Model, design, and disseminate curriculum plans that include methods and strategies for applying technology to maximize student learning.
IV. Communicate research on the use of technology to implement effective assessment and evaluation strategies.
V. Design, develop, evaluate, and model products created using technology resources to improve and enhance their productivity and professional practice.
A. Demonstrate skills to support teachers as they implement curriculum plans to integrate technology to enhance student learning. Candidates will collect and analyze data from teachers related specifically to student learning.
B.As campus professional development activity, create a wiki-based study group with 8 teachers leading and support teachers who each create a lesson using Universal Design for Learning at the CAST Lesson Building at http://lessonbuilder.cast.org/, create a sample electronic book to share with your learning team members. Lastly, add a team reflection to your Google site about the process of creating an electronic book.
III. Model, design, and disseminate curriculum plans that include methods and strategies for applying technology to maximize student learning.
IV. Communicate research on the use of technology to implement effective assessment and evaluation strategies.
V. Design, develop, evaluate, and model products created using technology resources to improve and enhance their productivity and professional practice.
3 –Knows how to plan, organize, deliver, and evaluation instruction that effectively utilizes current technology for teaching the Technology Applications Texas Essential Knowledge and Skills (TEKS) for all students.
A. Candidates will create online learning experiences to include Web 2.0 resources, assistive technologies and best practices for online learning.
II. Communicate research on the use of technology to implement effective assessment and evaluation strategies.
III. Model, design, and disseminate curriculum plans that include methods and strategies for applying technology to maximize student learning.
V. Design, develop, evaluate, and model products created using technology resources to improve and enhance their productivity and professional practice.
5 –Demonstrates knowledge of principles of typography and page design and knows how to use technology tools to create desktop publishing products.
6 –Know how to use graphics, animation, and desktop publishing software to produce products that convey a specified message to an intended audience.
II. Communicate research on the use of technology to implement effective assessment and evaluation strategies.
III. Model, design, and disseminate curriculum plans that include methods and strategies for applying technology to maximize student learning.
V. Design, develop, evaluate, and model products created using technology resources to improve and enhance their productivity and professional practice.
8 - Demonstrates knowledge of strategies and techniques used in the preproduction, production, and postproduction of video products.
9 –Knows how to design, produce, and distribute multimedia products.
1.Plan and design a 6-hour professional development activity for eight to ten teachers in your district. They will each create a digital story that they can use as a model for their students. The group should first create a rubric for evaluation of the digital stories. Each teacher should create a script, storyboard, and a video with digital images. They should narrate the script and add background music. Each teacher will present and evaluate their own product. The digital stories should be related to core curriculum standards.
2. Create a video podcast for parents and community partners. Capture and integrate sound, video, and digital images; create RSS feeds; and publish the final product on the web. Use short teacher and student interviews to focus on 21st century technology for engagement and achievement.
II. Communicate research on the use of technology to implement effective assessment and evaluation strategies.
III. Model, design, and disseminate curriculum plans that include methods and strategies for applying technology to maximize student learning.
V. Design, develop, evaluate, and model products created using technology resources to improve and enhance their productivity and professional practice.
VI. Understand the social, ethical, legal, and human issues surrounding the use of technology in P-12 schools and develop programs facilitating application of that understanding in practice throughout their district/region/state.
11 –Knows principles of Web page design and uses a variety of tools and techniques to design and troubleshoot Web pages for a diverse audience.
12 –Knows how to use Web pages to communicate and interact effectively with others.
1. Using available resources, update and seek approval for the “Acceptable Use Policy” for your school /or district. Include policy related to the web that addresses the security, legal, and ethical issues.
2. Plan, design, and develop a web site for teacher professional development for teachers and parents focusing on assistive technologies.
Field-based Internship Performance Tasks and Hours
Standard 1Technology Facilitation Performance ( textbook page 25)
(TF-1) Educational Technology Facilitators demonstrate an in-depth understanding of technology operations and concepts
Standard 1Technology Facilitation Performance Task
(TF-1.A.1) Assist teachers in the ongoing development of knowledge, skills, and understanding of technology systems, resources, and services that are aligned with district and state technology plans.
(TF-1.A.2) Provide assistance to teachers in identifying technology systems, resources, and services to meet specific learning needs.
(TF-1.A.3) Model appropriate strategies essential to continued growth and development of the understanding of technology operations and concepts.
Standard II Technology Facilitation Performance ( textbook page 25)
(TF-II) Educational Technology Facilitators plan, design, and model effective learning environments and multiple experiences supported by technology.
Standard II Technology Facilitation Performance Task
(TF-II.A.1) Provide resources and feedback to teachers as they create developmentally appropriate curriculum units that use technology.
(TF-II.A.2) Consult with teachers as they design methods and strategies for teaching computer/technology concepts and skills within the context of classroom learning.
(TF-II.A.3) Assist teachers as they use technology resources and strategies to support the diverse needs of learners including adaptive and assistive technology.
(TF-II. B.1) Assist teachers as they apply current research on teaching and learning with technology when planning learning environments and experiences.
(TF-II. C.1) Assist teachers as they identify and locate technology resources and evaluate them for accurate and suitability based on district and state standards.
(TF-II. C.2) Model technology integration using resources that reflect content standards.
(TF-II. D.1) Provide teachers with options for the management of technology resources within the context of learning activities.
(TF-II.E.1) Provide teachers with a variety of strategies to use to manage student learning in a technology-enhanced environment and support them as they implement the strategies.
(TF-II. F.1) Assist teachers as they identify and apply instructional design principles associated with the development of technology resources.
Standard III Technology Facilitation Performance ( textbook page 67-68)
(TF-III) Educational Technology Facilitators apply and implement curriculum plans that include methods and strategies for utilizing technology to maximize student learning.
Standard III Technology Facilitation Performance Task
(TF-III.A.1) Use methods and strategies for teaching concepts and skills that support integration of technology productivity tools (refer to NETS for Students).
(TF-III. A.2) Use and apply major research findings related to the use of technology in education to support the integration of communication tools through the curriculum (refer to NETS for Students).
(TF-III. A.3) Use methods and strategies for teaching concepts and skills that support integration of research tools (refer to NETS for Students).
(TF-III. A.4) Use methods and strategies for teaching concepts and skills that support integration of problem-solving/decision-making tools (refer to NETS for Students).
(TF-III. A.5) Use methods and strategies for teaching concepts and skills that support use of media-based tools such as television, audio, print, media, and graphics (refer to NETS for Students).
(TF-III.A.6) Use and describe methods and strategies for teaching concepts and skills that support use of distance learning systems appropriate in a school environment ( refer to NETS for Students).
(TF-III.A.7) Use methods for teaching concepts and skills that support use of Web-based authoring tools in a school environment (refer to NETS for Students).
(TF-III.B.1) Use methods and strategies for integrating technology resources that support the needs of diverse learners, including adaptive and assistive technology.
(TF-III. C.1) Use methods and strategies for teaching problem-solving skills using technology resources.
(TF-III.D.1) Use methods and classroom management strategies for teaching technology concepts and skills in individual, small group, classroom, and/or lab settings.
(TF-III. E.1) Describe and identify curricular methods and strategies that are aligned with district/region/state/national content and technology standards.
(TF-III.E.2) Use major and research findings and trends related to the use of technology in education to support integration throughout the curriculum.
Standard IV Technology Facilitation Performance ( textbook page 90)
(TF-IV) Educational technology facilitators apply technology to facilitate a variety of effective assessment and evaluation strategies
Standard IV Technology Facilitation Performance Task
(TF-IV.A.1) Model the use of technology tools to assess student learning of subject matter using a variety of assessment techniques.
(TF-IV. A.2) Assist teachers in using technology to improve learning and instruction through the evaluation and assessment of artifacts and data.
(TF-IV.B.1) Guide teachers as they use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
(TF-IV.C.1) Assist teachers in using recommended evaluation strategies for improving students’ use of technology resources for learning, communication, and productivity.
(TF-IV.C.2) Examine and apply the results of a research project that includes evaluating the use of a specific technology in a PK-12 environment.
Standard V Technology Facilitation Performance ( textbook page 112-113)
(TF-V) Educational technology facilitators apply technology to enhance and improve personal productivity and professional practice.
Standard V Technology Facilitation Performance Task
(TF-V.A.1) Identify resources and participate in professional development activities and professional technology organizations to support ongoing professional growth related to technology.
(TF-V.A.2) Disseminate information on district-wide policies for the professional growth opportunities for staff, faculty, and administrators.
(TF-V.B.1) Continually evaluate and reflect on practice to make informed decisions regarding the use of technology in support of student learning.
(TF-V.C.1) Model advanced features of word processing, desktop publishing, graphics programs, and utilities to develop professional products.
(TF-V.C.2) Assist others in locating, selecting, capturing, and integrating video and digital images, in varying formats for use in presentations, publications, and/or other products.
(TF-V.C.3) Demonstrate the use of specific-purpose electronic devices (such as graphing calculators, language translators, scientific probeware, or electronic thesaurus) in content areas.
(TF.V.C.4) Use a variety of distance learning systems and use at least one to support personal and professional development.
(TF-V.C.5) Use instructional design principles to develop hypermedia and multimedia products to support personal and professional development.
(TF-V.C.6) Select appropriate tools for communicating concepts, conducting research, and solving problems for an intended audience and purpose.
(TF-V.C.7) Use examples of emerging programming, authoring, or problem-solving environments that support personal and professional development.
(TF-V.C.8) Set and manipulate preferences, defaults, and other selectable features of productivity tools commonly found in PK-12 schools.
(TF-V.D.1) Model the use of telecommunications tools and resources for information sharing, remote information access, and multimedia/hypermedia publishing in order to nurture student learning.
(TF-V.D.2) Communicate with colleagues and discuss current research to support instruction, using applications including electronic mail, online conferencing, and Web browsers.
(TF-V.D.3) Participate in online collaborative curricular projects and team activities to build bodies of knowledge around specific topics.
(TF-V.D.4) Design, develop, and maintain Web pages and sites that support communication between school and community.
Standard VI Technology Facilitation Performance ( textbook page 136-137)
(TF-VI) Educational technology facilitators understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and assist teachers in applying that understanding in their practice.
Standard VI Technology Facilitation Performance Task
(TF-VI.A.1) Develop strategies and provide professional development at the school/classroom level for teaching social, ethical, and legal issues and responsible use of technology.
(TF-VI.A.2) Assist others is summarizing copyright laws related to use of images, music, video, and other digital resources in varying formats.
(TF-VI.B.1) Assist teachers in selecting and applying appropriate technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
(TF-VI.B.2) Identify, classify, and recommend adaptive/assistive hardware and software for students and teachers with special needs and assist in procurement and implementation.
(TF-VI. C.1) Assist teachers in selecting and applying appropriate technology resources to affirm diversity and address cultural and language differences.
(TF-VI.D.1) Assist teachers in selecting and applying appropriate technology resources to promote safe and healthy use of technology.
(TF-VI.E.1) Recommend policies and implement school/classroom strategies for achieving equitable access to technology resources for all students and teachers.
Standard VII Technology Facilitation Performance ( textbook page 165-166)
(TF-VII) Educational technology facilitators promote the development and implementation of technology infrastructure, procedures, policies, plans, and budgets for PK-12 schools.
Standard VII Technology Facilitation Performance Task
(TF-VII.A.1) Use plans to configure software/computer/technology systems and related peripherals in laboratory, classroom cluster, and other appropriate instructional arrangements.
(TF-VII.A.2) Use local mass storage devices and media to store and retrieve information and resources.
(TF-VII.A.3) Discuss issues related to selecting, installing, and maintaining wide area networks (WAN) for school districts.
(TF-VII.A.4) Model integration of software used in classroom and administrative settings including productivity tools, information access/telecommunication tools, multimedia/hypermedia tools, school management tools, evaluation/portfolio tools, and computer-based instruction.
(TF-VII.A.5) Utilize methods of installation, maintenance, inventory, and management of software libraries.
(TF-VII.A.6) Use and apply strategies for troubleshooting and maintaining various hardware/software configurations found in school settings.
(TF-VII.A.7) Use network software packages to operate a computer network system.
(TF-VII.A.8) Work with technology support personnel to maximize the use of technology resources by administrators, teachers, and students to improve student learning.
(TF-VII.B.1) Identify instructional software to support and enhance the school curriculum and develop recommendations for purchase.
(TF-VII.B.2) Discuss and apply guidelines for budget planning and management procedures related to educational computing and technology facilities and resources.
(TF-VII.B.3) Discuss and apply procedures related to troubleshooting and preventive maintenance of technology infrastructure.
(TF-VII.B.4) Apply current information involving facilities planning issues and computer-related technologies.
(TF-VII.B.5) Suggest policies and procedures concerning staging, scheduling, and security for managing computers/technology in a variety of school/laboratory/classroom settings.
(TF-VII.B.6) Use distance and online learning facilities.
(TF-VII.B.7) Describe and identify recommended specifications for purchasing technology systems in school settings.
(TF-VII. C.1) Support technology professional development at the building/school level utilizing adult learning theory.
Standard VIII Technology Facilitation Performance ( textbook page 190-191)
(TF-VIII) Educational technology facilitators will contribute to the shared vision for campus integration of technology and foster an environment and culture conducive to the realization of the vision.
Standard VIII Technology Facilitation Performance Task
(TF-VIII.A.1) Discuss and evaluate current research in educational technology.
(TF-VIII.B.1) Discuss the history of technology use in schools.
(TF-VIII.C.1) Discuss the rational for forming school partnerships to support technology integration and examine an existing partnership within a school setting.
(TF-VIII.D.1) Participate in cooperative group processes that were effective.
(TF-VIII.D.2) Conduct an evaluation of a school technology environment.
(TF-VIII.D.3) Identify and discuss national, state, and local standards for integrating technology in the school environment.
(TF-VIII.D.4) Describe curriculum activities or performances that meet national, state, and local technology standards.
(TF-VIII.D.5) Discuss issues related to developing a school technology plan.
(TF-VIII.D.6) Discuss the elements of and strategies for developing a technology strategic plan.
(TF-VIII.D.7) Examine issues related to hardware and software acquisition and management.
(TF-VIII.E.1) Examine components needed for effective field-based experiences in instructional program development, professional development, facility and resource management, WAN/LAN/wireless systems, or managing change related to technology use in school-based settings.
Internship Plan: Field-based Experience Activity
The Field-based Experience component of the Internship Plan is a brief, but specific document indicating your overall approach to the Internship program. Using this document, you will identify the field-based activities you will approach and indicate which of the eight ISTE Technology Facilitation standards was addressed in each activity. You should also provide a brief description of each activity, resource person, and a completion date for each activity. This activity should be completed with and approved by your site mentor.
Field-based Internship Performance Tasks and Hours
Standard 1Technology Facilitation Performance ( textbook page 25)
(TF-1) Educational Technology Facilitators demonstrate an in-depth understanding of technology operations and concepts
Standard 1Technology Facilitation Performance Task
(TF-1.A.1) Assist teachers in the ongoing development of knowledge, skills, and understanding of technology systems, resources, and services that are aligned with district and state technology plans.
(TF-1.A.2) Provide assistance to teachers in identifying technology systems, resources, and services to meet specific learning needs.
(TF-1.A.3) Model appropriate strategies essential to continued growth and development of the understanding of technology operations and concepts.
Standard II Technology Facilitation Performance ( textbook page 25)
(TF-II) Educational Technology Facilitators plan, design, and model effective learning environments and multiple experiences supported by technology.
Standard II Technology Facilitation Performance Task
(TF-II.A.1) Provide resources and feedback to teachers as they create developmentally appropriate curriculum units that use technology.
(TF-II.A.2) Consult with teachers as they design methods and strategies for teaching computer/technology concepts and skills within the context of classroom learning.
(TF-II.A.3) Assist teachers as they use technology resources and strategies to support the diverse needs of learners including adaptive and assistive technology.
(TF-II. B.1) Assist teachers as they apply current research on teaching and learning with technology when planning learning environments and experiences.
(TF-II. C.1) Assist teachers as they identify and locate technology resources and evaluate them for accurate and suitability based on district and state standards.
(TF-II. C.2) Model technology integration using resources that reflect content standards.
(TF-II. D.1) Provide teachers with options for the management of technology resources within the context of learning activities.
(TF-II.E.1) Provide teachers with a variety of strategies to use to manage student learning in a technology-enhanced environment and support them as they implement the strategies.
(TF-II. F.1) Assist teachers as they identify and apply instructional design principles associated with the development of technology resources.
Standard III Technology Facilitation Performance ( textbook page 67-68)
(TF-III) Educational Technology Facilitators apply and implement curriculum plans that include methods and strategies for utilizing technology to maximize student learning.
Standard III Technology Facilitation Performance Task
(TF-III.A.1) Use methods and strategies for teaching concepts and skills that support integration of technology productivity tools (refer to NETS for Students).
(TF-III. A.2) Use and apply major research findings related to the use of technology in education to support the integration of communication tools through the curriculum (refer to NETS for Students).
(TF-III. A.3) Use methods and strategies for teaching concepts and skills that support integration of research tools (refer to NETS for Students).
(TF-III. A.4) Use methods and strategies for teaching concepts and skills that support integration of problem-solving/decision-making tools (refer to NETS for Students).
(TF-III. A.5) Use methods and strategies for teaching concepts and skills that support use of media-based tools such as television, audio, print, media, and graphics (refer to NETS for Students).
(TF-III.A.6) Use and describe methods and strategies for teaching concepts and skills that support use of distance learning systems appropriate in a school environment ( refer to NETS for Students).
(TF-III.A.7) Use methods for teaching concepts and skills that support use of Web-based authoring tools in a school environment (refer to NETS for Students).
(TF-III.B.1) Use methods and strategies for integrating technology resources that support the needs of diverse learners, including adaptive and assistive technology.
(TF-III. C.1) Use methods and strategies for teaching problem-solving skills using technology resources.
(TF-III.D.1) Use methods and classroom management strategies for teaching technology concepts and skills in individual, small group, classroom, and/or lab settings.
(TF-III. E.1) Describe and identify curricular methods and strategies that are aligned with district/region/state/national content and technology standards.
(TF-III.E.2) Use major and research findings and trends related to the use of technology in education to support integration throughout the curriculum.
Standard IV Technology Facilitation Performance ( textbook page 90)
(TF-IV) Educational technology facilitators apply technology to facilitate a variety of effective assessment and evaluation strategies
Standard IV Technology Facilitation Performance Task
(TF-IV.A.1) Model the use of technology tools to assess student learning of subject matter using a variety of assessment techniques.
(TF-IV. A.2) Assist teachers in using technology to improve learning and instruction through the evaluation and assessment of artifacts and data.
(TF-IV.B.1) Guide teachers as they use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
(TF-IV.C.1) Assist teachers in using recommended evaluation strategies for improving students’ use of technology resources for learning, communication, and productivity.
(TF-IV.C.2) Examine and apply the results of a research project that includes evaluating the use of a specific technology in a PK-12 environment.
Standard V Technology Facilitation Performance ( textbook page 112-113)
(TF-V) Educational technology facilitators apply technology to enhance and improve personal productivity and professional practice.
Standard V Technology Facilitation Performance Task
(TF-V.A.1) Identify resources and participate in professional development activities and professional technology organizations to support ongoing professional growth related to technology.
(TF-V.A.2) Disseminate information on district-wide policies for the professional growth opportunities for staff, faculty, and administrators.
(TF-V.B.1) Continually evaluate and reflect on practice to make informed decisions regarding the use of technology in support of student learning.
(TF-V.C.1) Model advanced features of word processing, desktop publishing, graphics programs, and utilities to develop professional products.
(TF-V.C.2) Assist others in locating, selecting, capturing, and integrating video and digital images, in varying formats for use in presentations, publications, and/or other products.
(TF-V.C.3) Demonstrate the use of specific-purpose electronic devices (such as graphing calculators, language translators, scientific probeware, or electronic thesaurus) in content areas.
(TF.V.C.4) Use a variety of distance learning systems and use at least one to support personal and professional development.
(TF-V.C.5) Use instructional design principles to develop hypermedia and multimedia products to support personal and professional development.
(TF-V.C.6) Select appropriate tools for communicating concepts, conducting research, and solving problems for an intended audience and purpose.
(TF-V.C.7) Use examples of emerging programming, authoring, or problem-solving environments that support personal and professional development.
(TF-V.C.8) Set and manipulate preferences, defaults, and other selectable features of productivity tools commonly found in PK-12 schools.
(TF-V.D.1) Model the use of telecommunications tools and resources for information sharing, remote information access, and multimedia/hypermedia publishing in order to nurture student learning.
(TF-V.D.2) Communicate with colleagues and discuss current research to support instruction, using applications including electronic mail, online conferencing, and Web browsers.
(TF-V.D.3) Participate in online collaborative curricular projects and team activities to build bodies of knowledge around specific topics.
(TF-V.D.4) Design, develop, and maintain Web pages and sites that support communication between school and community.
Standard VI Technology Facilitation Performance ( textbook page 136-137)
(TF-VI) Educational technology facilitators understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and assist teachers in applying that understanding in their practice.
Standard VI Technology Facilitation Performance Task
(TF-VI.A.1) Develop strategies and provide professional development at the school/classroom level for teaching social, ethical, and legal issues and responsible use of technology.
(TF-VI.A.2) Assist others is summarizing copyright laws related to use of images, music, video, and other digital resources in varying formats.
(TF-VI.B.1) Assist teachers in selecting and applying appropriate technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
(TF-VI.B.2) Identify, classify, and recommend adaptive/assistive hardware and software for students and teachers with special needs and assist in procurement and implementation.
(TF-VI. C.1) Assist teachers in selecting and applying appropriate technology resources to affirm diversity and address cultural and language differences.
(TF-VI.D.1) Assist teachers in selecting and applying appropriate technology resources to promote safe and healthy use of technology.
(TF-VI.E.1) Recommend policies and implement school/classroom strategies for achieving equitable access to technology resources for all students and teachers.
Standard VII Technology Facilitation Performance ( textbook page 165-166)
(TF-VII) Educational technology facilitators promote the development and implementation of technology infrastructure, procedures, policies, plans, and budgets for PK-12 schools.
Standard VII Technology Facilitation Performance Task
(TF-VII.A.1) Use plans to configure software/computer/technology systems and related peripherals in laboratory, classroom cluster, and other appropriate instructional arrangements.
(TF-VII.A.2) Use local mass storage devices and media to store and retrieve information and resources.
(TF-VII.A.3) Discuss issues related to selecting, installing, and maintaining wide area networks (WAN) for school districts.
(TF-VII.A.4) Model integration of software used in classroom and administrative settings including productivity tools, information access/telecommunication tools, multimedia/hypermedia tools, school management tools, evaluation/portfolio tools, and computer-based instruction.
(TF-VII.A.5) Utilize methods of installation, maintenance, inventory, and management of software libraries.
(TF-VII.A.6) Use and apply strategies for troubleshooting and maintaining various hardware/software configurations found in school settings.
(TF-VII.A.7) Use network software packages to operate a computer network system.
(TF-VII.A.8) Work with technology support personnel to maximize the use of technology resources by administrators, teachers, and students to improve student learning.
(TF-VII.B.1) Identify instructional software to support and enhance the school curriculum and develop recommendations for purchase.
(TF-VII.B.2) Discuss and apply guidelines for budget planning and management procedures related to educational computing and technology facilities and resources.
(TF-VII.B.3) Discuss and apply procedures related to troubleshooting and preventive maintenance of technology infrastructure.
(TF-VII.B.4) Apply current information involving facilities planning issues and computer-related technologies.
(TF-VII.B.5) Suggest policies and procedures concerning staging, scheduling, and security for managing computers/technology in a variety of school/laboratory/classroom settings.
(TF-VII.B.6) Use distance and online learning facilities.
(TF-VII.B.7) Describe and identify recommended specifications for purchasing technology systems in school settings.
(TF-VII. C.1) Support technology professional development at the building/school level utilizing adult learning theory.
Standard VIII Technology Facilitation Performance ( textbook page 190-191)
(TF-VIII) Educational technology facilitators will contribute to the shared vision for campus integration of technology and foster an environment and culture conducive to the realization of the vision.
Standard VIII Technology Facilitation Performance Task
(TF-VIII.A.1) Discuss and evaluate current research in educational technology.
(TF-VIII.B.1) Discuss the history of technology use in schools.
(TF-VIII.C.1) Discuss the rational for forming school partnerships to support technology integration and examine an existing partnership within a school setting.
(TF-VIII.D.1) Participate in cooperative group processes that were effective.
(TF-VIII.D.2) Conduct an evaluation of a school technology environment.
(TF-VIII.D.3) Identify and discuss national, state, and local standards for integrating technology in the school environment.
(TF-VIII.D.4) Describe curriculum activities or performances that meet national, state, and local technology standards.
(TF-VIII.D.5) Discuss issues related to developing a school technology plan.
(TF-VIII.D.6) Discuss the elements of and strategies for developing a technology strategic plan.
(TF-VIII.D.7) Examine issues related to hardware and software acquisition and management.
(TF-VIII.E.1) Examine components needed for effective field-based experiences in instructional program development, professional development, facility and resource management, WAN/LAN/wireless systems, or managing change related to technology use in school-based settings.
February 18, 2010
To Whom It May Concern:
The Lamar University Master’s Program in Educational Technology Leadership requires an internship collaboration with the local district where our candidates for degrees work. We ask them to determine a “technology leader” as their Site Mentor.
This technology leader may be persons who work in positions of leadership in Educational Technology Leadership at the central office level, the campus level, and/or the principal level.
We believe that the principal position should model and lead each campus in the total integration of technology into the whole school.
We require an agreement with the Site Mentor and planning and implementation of educational technology leadership experiences and activities approved by the Site Mentor.
Please find attached our courses listed in our degree program. If you would like a copy of our EDLD 5388 Educational Technology Leadership syllabus, we will forward that document to you.
We look forward to working with your district.
Sincerely,
Kay Abernathy, Ed.D.
Coordinator, Educational Technology Leadership Program
Lamar University
Beaumont, TX 77713
Cell Phone: 409-782-0100